St Alban’s Catholic Primary School

About St Alban’s Catholic Primary School Browse Features

St Alban’s Catholic Primary School

Name St Alban’s Catholic Primary School
Ofsted Inspection Rating Requires improvement
Inspection Date 11 April 2018
Address Wadworth Street, Denaby Main, Doncaster, South Yorkshire, DN12 4AQ
Phone Number 01709862298
Type Primary
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 168 (53% boys 47% girls)
Number of Pupils per Teacher 18.7
Local Authority Doncaster
Percentage Free School Meals 28.1%
Percentage English is Not First Language 6.5%
Persisitent Absence 9.7%
Pupils with SEN Support 26.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No
Highlights from Latest Inspection:

Information about this school

The school is smaller than the average-sized primary school. The school meets the government’s current floor standards which set the minimum expectation for pupils’ attainment and progress. A large majority of pupils come from a White British background. The proportion of disadvantaged pupils who are known to be eligible for support through the pupil premium funding is higher than the national average. The proportion of pupils who have SEN and/or disabilities is above that seen nationally. An above-average proportion of these pupils have an education, health and care plan.

Summary of key findings for parents and pupils

This is a school that requires improvement High levels of staff change have adversely affected leaders’ efforts to bring about consistently good teaching. As a result, many pupils have gaps in their knowledge. Pupils do not make consistently good progress in reading, writing and mathematics. As a result, pupils do not reach the standards that they are capable of by the end of Year 6. Teachers’ subject knowledge is not secure in mathematics. There are too few opportunities for pupils to apply their mathematical skills in problem-solving and reasoning. This prevents pupils, particularly the most able, from achieving as well as they should. Boys do not achieve as well as girls in reading and writing, and disadvantaged pupils do not achieve as well as others nationally. Boys’ progress is not monitored carefully enough. Some teachers’ expectations of what pupils can achieve are too low. Pupils are not consistently set work which is matched well enough to their learning needs, and basic errors in writing and mathematics are not always corrected. Assessment in the early years is not precise enough to monitor progress accurately. Not enough children, particularly boys, reach a good level of development, which means that they are not well prepared for Year 1. Subject leaders do not evaluate pupils’ progress thoroughly enough in subjects other than English and mathematics. Governors now understand the school’s strengths and weaknesses well. However, over time they have not held leaders fully to account for the school’s performance, and improvement plans have not been implemented in a timely manner. The school has the following strengths The headteacher and senior leaders are relentless in driving improvements. The school is a very caring and happy place. Pupils are proud of their school and feel safe. The teaching of phonics is very effective. The proportion of pupils who achieve the expected standards in the Year 1 phonics screening check is well above the national average. Pupils who have special educational needs (SEN) and/or disabilities and those who have challenging behaviour are well supported and make good progress. There is some strong teaching practice in key stage 2, where teachers plan to meet pupils’ needs and challenge them to achieve at the highest possible standards.